Loading...
Publication
Princípios teórico-metodológico de design-based research (DBR) na pesquisa educacional tematizada por Recursos Educacionais Abertos (REA)
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 910.52 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O propósito deste artigo é sistematizar princípios teórico-metodológicos do Design-Based Research (DBR) em pesquisa educacional tematizada pela integração de Recursos Educacionais Abertos (REA). Destacam-se características, etapas metodológicas, pontos positivos e negativos da abordagem. Apresenta-se as fases de organização do Design-Based Research via diagnóstico para identificação do problema, design, implementação de ciclos iterativos e reflexão no contexto da formação online e aberta de professores no formato Small Open Online Course (SOOC). Os resultados evidenciam o potencial da DBR para desenvolver colaboração, interação e autonomia entre todos os participantes de pesquisas em educação. Conclui-se que as fases cíclicas da DBR são propícias para gerar dinâmica de ação-reflexão-ação, sustentando espirais de design, implementação e avaliação de soluções educacionais mediadas por tecnologias educacionais em rede, como os Recursos Educacionais Abertos, no âmbito da prática pedagógica.
The purpose is to systematize the theoretical-methodological principles of the Design-Based Research (DBR) in educational research thematized by the integration of Open Educational Resources (OER). We stand out the characteristics, methodological steps, positive and negative aspects of the approach. Design-Based Research organization phases are presented through diagnosis to identify the problem, design, implementation of iterative cycles and reflection in the context of online and open teacher education in the Small Open Online Course (SOOC) format. The results highlight the potential of DBR to develop collaboration, interaction and autonomy among all participants in education research. It is concluded that the cyclical phases of DBR are propitious to generate action-reflection-action dynamics, supporting design, implementation and evaluation spirals of educational solutions mediated by networked educational technologies, such as Open Educational Resources, within the scope of pedagogical practice.
The purpose is to systematize the theoretical-methodological principles of the Design-Based Research (DBR) in educational research thematized by the integration of Open Educational Resources (OER). We stand out the characteristics, methodological steps, positive and negative aspects of the approach. Design-Based Research organization phases are presented through diagnosis to identify the problem, design, implementation of iterative cycles and reflection in the context of online and open teacher education in the Small Open Online Course (SOOC) format. The results highlight the potential of DBR to develop collaboration, interaction and autonomy among all participants in education research. It is concluded that the cyclical phases of DBR are propitious to generate action-reflection-action dynamics, supporting design, implementation and evaluation spirals of educational solutions mediated by networked educational technologies, such as Open Educational Resources, within the scope of pedagogical practice.
Description
Keywords
Design-Based Research (DBR) Recursos educacionais abertos Tecnologias educacionais Formação de professores REA Small Open Online Course (SOOC) Open Educational Resources Teacher education Educational technologies
Citation
Publisher
Revista San Gregorio